El contexto alfabetizador hogareño en familias de la pobreza. Comparación de sus características con las de familias no pobres.

Abstract

This study has been designed to examine a set of family features known as home literacy context, which influence the development of pre-reading knowledge and skills (Payne, Whiterhurst & Lonigan, 1994). In a descriptive study, a group of mothers of low income families has been examined (N=208) together with a reference group of mothers of medium-low socioeconomic status (N=50). The goals were to identify the presence or absence of intra-group variations within the families of the poverty group and to make an inter-group comparison based on socioeconomic status. The variables studied included availability of resources such as books, paper and pencils; maternal reading habits; promotion of activities related to the written language before mandatory schooling; and maternal information on children motivation and production in terms of drawing, reading and writing tasks. Also, information on maternal educational level was included. A semi-structured interview for this study was designed and implemented. The results show intergroup differences in favor of home literacy contexts in families of higher ocioeconomic status and intragroup differences within families of the poverty group, which can guide future strategies for intervention.